New education model(s)

The turn of the millennium witnessed many fresh strides toward a new thinking in design education. In his 2001 text “Rethinking Design Education for the 21st Century: Theoretical, Methodological, and Ethical Discussion” Alain Findeli specified three priorities for the design field:

  • a discussion on the purpose of design,
  • the reform of design education, and, as
  • there can be no responsible design without a responsible designer, … the development of an individualistic ethics.

In her text “On care and education”, Susan C. Stewart wrote: “Among these valuable dispositions is the designer’s acquired orientation to the pursuit of attentive and open-ended inquiry into the possibilities latent within the material context. A second promising characteristic of design is its restless dissatisfaction with answers. Expert designers are addicted to iterative projection and critique.” That is why, according to Stewart: “Design will certainly be a key player in our unfolding future. Whether or not it plays to good effect will depend upon the possibilities that blossom within its own practices, carrying it in new directions.” The report on new educational design models challenges both key notions presented above. The report’s primary goal is to inform and provide a guide for future strategies in design education, in order to ensure the beneficial impact of design as a key player in our unfolding future.

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The research was funded by the International Visegrad Fund

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